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Adolescent Outcomes of Developmental Language Disorder in Kindergarten |
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J. Bruce Tomblin - University of Iowa
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| SRCLD Year: |
2005 |
| Presentation Type: |
Invited Speaker |
| Presentation Time: |
(na) |
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A large group of children with developmental language disorder were identified in kindergarten using a standardized research diagnostic protocol. These children along with a group of typically developing peers have been followed through the 10th grade during which time their language, academic, and psychosocial development has been monitored. We will examine the 10th grade outcomes of these children with respect to: (1) academic achievement in general and reading achievement in particular, (2) behavioral/adjustment outcomes including self perception and self esteem, (3) spoken language status. We will examine the relationship of these outcomes to kindergarten language status and covariates pertaining to socioeconomic status and nonverbal IQ. Additionally, candidate mediators of kindergarten status on 10th grade outcomes will be examined.
Acknowledgement
This study was supported by a contract NIH-DC-19-90 from the National Institute on Deafness and Other Communication Disorders and a clinical research center grant P0-DC-02748, also from the National Institute on Deafness and Other Communication Disorders.
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